Students’ Agency When a Teacher Reviews Theorems in a Geometry Class

• In Event: Poster Session 17
  In Poster Session: Teaching and Learning Mathematics: Multiple Perspectives

Abstract

We inquire into students’ agency in a review. We ask: (1) What is the division of labor between the teacher and the students? (2) What linguistic resources does an expert teacher use to manage students’ contributions? We examined videos of four review lessons taught by an experienced geometry teacher. We applied Systemic Functional Linguistics to identify the resources from the system of Negotiation used. We found that the teacher took responsibility for selecting the theorems to review, the order to review them, and the examples used. However, in one lesson, students chose the theorems to be reviewed. Overall, students addressed their difficulties by performing dynamic moves and the teacher made explicit the operations to be remembered by performing move complexes.

Authors

• Gloriana Gonzalez, University of Illinois at Urbana-Champaign

• Anna Fricano DeJarnette, University of Illinois at Urbana-Champaign